Students who exhibit high ability in reading, math, intellectual curiosity, creativity, and task commitment can be referred to determine if they have a need for gifted services.Screening is conducted to identify potentially gifted students. Generally, students with scores at or above 90% in reading and math or at or above 97% in reading or math are good candidates for referral for gifted services evaluation.
Parents, teachers, principal, or even the student can refer for further consideration to analyze a child for giftedness.
The gifted services teacher will ask the parents for permission to test their child. If that permission is granted, the evaluation process begins.
Nationally standardized achievement (PIAT-R, CAT, etc.)
Average of reading and math scores |
90% or 97% or 97% |
Individual Intelligence Score (IQ) (Stanford-Binet, Wechsler, etc.)
Full-scale |
125 or 99% or 99% |
| Torrence Test of Creativity (figural) | 200 |
If the child did not meet the absolute minimums, he or she may be eligible for reevaluation after two years. Prior to then, standardized tests may be re-administered only if the original test is found to have been invalid. Special Education or Bilingual/Bicultural children will merit further consideration by the multidisciplinary team even if all score minimums are not met.
The child then begins independent work on a project of keen personal interest to him or her. This project will be evaluated by the entire multidisciplinary team for criteria such as project quality beyond the typical age peer, in-depth handling of the subject, advanced concept, overall excellence, and detailed workmanship.
The team then determines if the child needs and is eligible for gifted services education. At that point, the child is entered into the program and an individual educational plan is developed for that child.
After a child is identified as gifted, the multidisciplinary team determines if he or she needs special facilities, equipment, or methods. If there is a need, the student is entitled to gifted services. A team consisting of the parent(s), child, classroom teacher, gifted services teacher, and principal will develop the required Individualized Education Program (IEP). The IEP will consider the child's strengths to develop goals and objectives which will further develop those strength areas.Every three years, the multidisciplinary team will re-evaluate the child's performance and current educational needs to determine whether he or she remains eligible for gifted services and whether re-testing is required. Re-testing or re-evaluation will be done in a given area if the student's performance indicates a need or if the parent(s) or multidisciplinary team requests it. When considering an exited student for re-entry to gifted services, the multidisciplinary team will evaluate if any re-testing is required.
If the student fails to perform at expected levels prior to the three-year re-evaluation in either the regular program or with gifted services or if the student no longer meets placement eligibility, the multidisciplinary team process is utilized to effect an exit. Or, if a student or parent voluntarily refuses continued gifted services, an exit interview or survey will be conducted to seek information for program improvement.
Gifted services are based upon an annual IEP which outlines the ways
in which each child's needs will be met. As IEP goals change, so will program
options. Below is a general overview of program options:
A variety of services are utilized, including whole classroom enrichment provided directly by the gifted services teacher and/or classroom teacher; small group work with students of similar interests or abilities based upon identified student's needs; and curriculum modification for supplemental, adapted, or substitute assignments.
Gifted services are delivered with emphasis on individual needs. Services are delivered by regular classroom teachers, specialists, and paraprofessionals. Options can include classroom enrichment, small-group work and acceleration in a specific subject area.
A four-year plan is developed for incoming freshmen to address projected needs toward college and career options. High school options include electives, acceleration, learning through service, independent study for credit, career exploration, advanced placement testing, correspondence opportunities, college credit for juniors and seniors, and mentoring.